Mobile Technology and Learner Autonomy in Language Learning

2015 ◽  
pp. 291-309
Author(s):  
Zineb Djoub
Keyword(s):  
Language Learning ◽  
Mobile Technology ◽  
English Teachers ◽  
Learner Autonomy ◽  
Classroom Context ◽  
Learning Space ◽  
Mobile Assisted Language Learning ◽  
New Learning ◽  
Learning Modes ◽  
Language Content

Mobile-Assisted Language Learning (MALL) provides learners with the chance to experience new learning modes that go beyond the classroom context, offering them more flexibility, learning choices in terms of language content, ways of its delivery, learning space, and time, thereby enhancing their learning autonomy. But how are English teachers using MALL? In the attempt to answer this question, a survey is carried out with a sample of 42 English teachers. The results show that the limited use of such devices is not likely to help the learners develop autonomy since it does not go beyond the objective of enhancing their knowledge of this language. This study also reveals learners' difficulties in using these devices, the skills needed, and the kind of support these teachers require. In light of these findings, a list of recommendations is suggested to enhance MALL.

Mobile Technology and Learner Autonomy in Language Learning

2015 ◽  
pp. 194-212 ◽  
Author(s):  
Zineb Djoub
Keyword(s):  
Language Learning ◽  
Mobile Technology ◽  
English Teachers ◽  
Learner Autonomy ◽  
Classroom Context ◽  
Learning Space ◽  
Mobile Assisted Language Learning ◽  
New Learning ◽  
Learning Modes ◽  
Language Content

Mobile-Assisted Language Learning (MALL) provides learners with the chance to experience new learning modes that go beyond the classroom context, offering them more flexibility, learning choices in terms of language content, ways of its delivery, learning space, and time, thereby enhancing their learning autonomy. But how are English teachers using MALL? In the attempt to answer this question, a survey is carried out with a sample of 42 English teachers. The results show that the limited use of such devices is not likely to help the learners develop autonomy since it does not go beyond the objective of enhancing their knowledge of this language. This study also reveals learners' difficulties in using these devices, the skills needed, and the kind of support these teachers require. In light of these findings, a list of recommendations is suggested to enhance MALL.

scholarly journals Research on Pre-service English Teachers' Professional Ability Development Preference Based on MALL

2021 ◽  
Vol 11 (3) ◽  
pp. 295
Author(s):  
Junshui Li ◽  
Miaomiao Gao ◽  
Xifang Tu
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
English Teachers ◽  
Mean Value ◽  
Teaching Skills ◽  
Mobile Assisted Language Learning ◽  
Professional Quality ◽  
Maximum Value ◽  
New Learning ◽  
Teacher Professional

Mobile-Assisted Language Learning (MALL) provides a new method and view for pre-service English teachers to improve their professional ability. Through the questionnaire survey of 105 students majoring in English in colleges and universities, using SPSS20.0 to carry out descriptive statistics on the effective data collected, analyzing the data of their maximum value, mean value and single sample t test, this paper discusses the preference of different pre-service English teachers to improve their different professional abilities by using mobile devices. It is found that pre-service English teachers pay more attention to the improvement of English professional knowledge with the support of mobile devices, followed by teaching skills, and the lowest attention to the use of mobile devices to improve their teacher professional quality. Therefore, the purpose of this study is to find out the lack of pre-service English teachers' preference to improve their ability through mobile technology, which provides a new learning idea and inspiration for the future English teachers to polish their own professional skills.

scholarly journals Learners’ Perceptions of the Use of Mobile Technology in a Task-Based Language Teaching Experience

2016 ◽  
Vol 9 (12) ◽  
pp. 120 ◽  
Author(s):  
Simone L. Calabrich
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Mobile Technology ◽  
Web Search ◽  
Learning Experience ◽  
Teaching Experience ◽  
Mobile Assisted Language Learning ◽  
Positive Attitudes ◽  
Language Classroom ◽  
Language Schools

<p class="apa">This research explored perceptions of learners studying English in private language schools regarding the use of mobile technology to support language learning. Learners were first exposed to both a mobile assisted and a mobile unassisted language learning experience, and then asked to express their thoughts on the incorporation of mobile devices into the language classroom. The mobile assisted tasks involved learners posting a review online based on a real past experience, as well as using web-search engines to gather enough information to plan a hypothetical trip. Findings revealed overall positive attitudes amongst the students surveyed. Arguments in favour of the incorporation of mobile technology in the language classroom included: the possibility of having access to a range of materials superior in both quality and quantity when using mobile devices to access the Internet, among others. However, a significant amount of scepticism towards Mobile Assisted Language Learning emerged. Arguments against suggested that the format of presentation, rather than the type of task, seemed to constitute a motivational factor that played a psychologically significant role to some of the learners.</p>

Mobile-Assisted Language Learning

2016 ◽  
pp. 69-93 ◽  
Author(s):  
Katharine B. Nielson
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Mobile Technology ◽  
Second Language Learning ◽  
Learning Strategy ◽  
Language Instruction ◽  
Workplace Training ◽  
Mobile Assisted Language Learning ◽  
Language Learning Strategy ◽  
K 12

This chapter outlines practical findings from the emerging body of research on Mobile-Assisted Language Learning (MALL). After briefly situating the conversation within a framework of how best to use technology for language instruction, the chapter opens with a review of what we know about how to use mobile technology for language learning. Then, the discussion turns to how to best apply these findings in various instructional contexts, including K–12, higher education, and workplace training. By the end of the chapter, students will have both a solid understanding of how mobile technology can facilitate second language learning as well as concrete examples of how to develop and execute a mobile language learning strategy in various educational contexts.

scholarly journals Mobile-assisted Language Learning (MALL) for ESL Learners: A Review of Affordances and Constraints

2017 ◽  
Vol 9 (1-5) ◽  
Author(s):  
Harwati Hashim ◽  
Melor Md. Yunus ◽  
Mohamed Amin Embi ◽  
Nor Azwa Mohamed Ozir
Keyword(s):  
Second Language ◽  
Learning Styles ◽  
Language Learning ◽  
Mobile Devices ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
English Language ◽  
English As Second Language ◽  
Mobile Assisted Language Learning ◽  
Esl Learners

Nowadays, mobile technology is changing the landscape of language learning and is seen as the next frontier being researched for its potential in enhancing the teaching and learning of English language.  The portability of mobile devices is believed to bring new methods that can shape learning styles and pedagogies which could become more personalised and allow learners to learn on the move; thus, enhance English language teaching and learning.  This creates the potential for significant change in the teaching and learning of English as Second Language (ESL). Taking mobile learning as the setting within which developments in Mobile-assisted Language Learning (MALL) may be understood, this paper offers reflections on what Mobile-assisted Language Learning (MALL) has potentially offered and the constraints that might be faced by the English as Second Language (ESL) learners when using MALL.  Above all, it was a challenging issue to cover learning tasks by using a mobile device particularly in learning English as Second Language (ESL).  Nevertheless, mobile devices which are popular among students are motivational tools to be used in education as well as various learning activities.  This was proven by many researchers who have shown the positive outcomes.  Hence, we should admit that mobile devices are finding their way into classrooms in the student’s pockets, and we have to ensure that educational practice can include this mobile technology in effective and productive ways particularly for English as Second Language (ESL) learning.

scholarly journals L2 VOCABULARY INSTRUCTION

Diacrítica ◽  
2020 ◽  
Vol 34 (1) ◽  
pp. 225-247
Author(s):  
Daniel Reschke Pires ◽  
Celso Henrique Soufen Tumolo
Keyword(s):  
Language Learning ◽  
Mobile Technology ◽  
Language Production ◽  
Vocabulary Instruction ◽  
Word Knowledge ◽  
English Learning ◽  
Smartphone Applications ◽  
Mobile Assisted Language Learning ◽  
Written Form ◽  
L2 Vocabulary

The advancements in mobile technology have made smartphones more accessible and more powerful, and this has led to the growth of the field of Mobile Assisted Language Learning (MALL). Because of this and considering that most smartphone applications for English learning have activities designed to instruct vocabulary (Kim & Kwon, 2012), this study aimed at analyzing the instruction of vocabulary in the three most used applications for language learning until the end of 2018. More specifically, it investigated: a) what aspects of word-knowledge the applications develop; b) whether they provide a number of encounters with the target vocabulary and whether they are massed or spaced; and c) the nonverbal representations employed by the applications. The results showed that the applications: a) instruct the spoken and written form of words, but often neglect other aspects of word knowledge; b) provide multiple, massed encounters with the target vocabulary; and c) employ images and videos as nonverbal representations that are not always relevant to the instruction of target vocabulary. From the analysis, we concluded that the applications can be used as a tool to assist the instruction of vocabulary in spite of limitations such as the lack of chances for language production and decontextualized instruction.

Mobile Assisted Language Learning Experiences

2017 ◽  
Vol 9 (1) ◽  
pp. 49-66 ◽  
Author(s):  
Daesang Kim ◽  
Daniel Ruecker ◽  
Dong-Joong Kim
Keyword(s):  
Language Learning ◽  
Instructional Strategies ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Learning Experiences ◽  
Mixed Methods Design ◽  
Effective Learning ◽  
Design And Implementation ◽  
Mobile Assisted Language Learning ◽  
Practical Recommendations

The purpose of this study was to investigate the benefits of learning with mobile technology for TESOL students and to explore their perceptions of learning with this type of technology. The study provided valuable insights on how students perceive and adapt to learning with mobile technology for effective learning experiences for both students and teachers. The authors conducted a convergent mixed methods design to achieve the research objectives. Three critical and practical recommendations for effective mobile learning experiences were scrutinized for design and implementation of Mobile Assisted Language Learning (MALL): effective instructional strategies, training or professional workshop development, and ongoing technical support and assistance.

Sign in / Sign up

Export Citation Format

Share Document